Program Review and Unit Planning – Year 1
Program Review and Unit Planning – Year 1
Basic Discipline Data Review and
“Rock” Inquiry Project Proposal Form
This form may be used to report on your Basic Discipline Data Review and to propose your “Rock” Inquiry Project. Your responses to each of the questions may be any length, but should reflect the relevance of each question as it relates to your program. You may alternatively use any other suitable format for your response; the goal is to communicate your responses in a form best suited for your program.
|Division |School of the Arts (formerly known as Arts and Humanities) |
|Unit |Mass Communications Radio and Television Broadcasting |
|Contact Person |Chad Mark Glen |
|Date |March 13, 2009 |
Section A – Basic Discipline Data Review
I. Basic Success (3 years)
• How do your basic success data compare to the college as a whole? What might explain the differences? Is this an issue or non-issue as you see it?
• What courses in your discipline show the least/greatest amount of success? What accounts for differences between courses? How could you improve success in the less successful areas?
• What do you see in the comparisons between men and women and between different ethnicities? What accounts for differences? What concerns you? How could you strategically address the concerns?
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|Success is defined as receiving a grade of A, B, C or CR (credit) in a course. |
|The MCOM success rate average for the six semesters between Fall 2004 and Spring 2007 is 73.5% with a low of 70% in Fall 2005 and a high|
|of 76% the next semester. Our success rate has remained consistent with only a 6% variation. |
|The MCOM success rate is 6.8% above the college average of 66.3% for the same time period. Two semesters we were 9% above the college |
|average. |
|MCOM 38, Radio Projects (94% success) and MCOM 39, TV Projects (80% success) have the highest average success rates of the MCOM |
|broadcasting courses from Fall 2004 to Spring 2007. This is attributed in part to the excellent preparation of the prerequisite |
|courses. MCOM 34 (70% success) is the prerequisite for MCOM 38 and MCOM 33A (71% success) for MCOM 39. |
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|The high 81% average semester success rate for MCOM 8, Advertising Sales & Media Management, is partly because the course has only been |
|offered twice in the six semesters listed. There is additional motivation to perform well in a class that is not offered often and is a|
|requirement for the Radio and TV Broadcasting AA degree. |
|Based upon a review of class size and success data, there does not appear to be a correlation between the class size and the success |
|rates in our MCOM courses |
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|Non-success is defined as a letter grade of D, F, NC (No Credit) or I (Incomplete). |
|The MCOM non-success rate average for the six semesters between Fall 2004 and Spring 2007 is 10.1% with a low of 8% and a high of 13%. |
|Our non-success rate has remained consistent with only a 5% variation. |
|The MCOM average semester non-success rate is 2.2% below the college average of 12.3 for the same time period and 6.2% below the state |
|level of 17% in Fall 2006 |
|The lowest success rate is in MCOM 5, Intro to Mass Communications, with a paltry 56% average success. This is a class that is |
|frequently taken by first semester students, who may be inadequately prepared for this college level course. We are looking for ways to|
|improve the success rate of this course. |
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|Equity |
|The MCOM male success rate average for the six semesters between Fall 2004 and Spring 2007 is 76% with a low of 69% and a high of 82% |
|for a total 13% variation. |
|The MCOM male success rate is 11% higher than the college average of 65% for this same period with a low of 63%. The college male |
|success rate has remained more consistent with a 3% variation than the MCOM fluctuation of 13%. |
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|The MCOM female success rate average for the six semesters between Fall 2004 and Spring 2007 is lower than males at 69% with a low of |
|62% and a high of 73%. Our female success rate has remained fairly consistent with a 11% variation. |
|The MCOM female success rate is 2% higher than the college female success rate average of 67% for this same period with a low of 65% and|
|a high of 69%. The college and MCOM female success rate has remained consistent with a 3% and 5% variation respectively. |
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|Some of the success rate percentages by ethnicity may be misleading because of the actual number of students represented by the |
|percentage. For example if there was only one Pacific Islander enrolled in a course and they passed, it would be 100% success rate, |
|which would look more successful than it actually was. |
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|The highest MCOM success rates are Pacific Islanders with 80.5% and Latinos with 79.5%. |
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|The lowest MCOM success rates are Native Americans with 62% followed by African Americans at 64%. |
|The MCOM success rates have not consistently gone up or down in any particular ethnicity. |
|MCOM’s success rates are higher than the college average with every ethnicity except Native Americans. |
|We are 19.5% more successful with Pacific Islanders than the college and 16.5% higher with Latinos |
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|There was no identifiable pattern between the MCOM Success rates and the college success rates by ethnicity. |
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|Retention |
|The MCOM withdrawal rate average for the six semesters between Fall 2004 and Spring 2007 is 16.5% with a low of 15% and a high of 20%. |
|Our withdrawal rate has remained consistent with only a 5% variation. |
|The college withdrawal rate for this same time period is 21.5%. The MCOM average semester withdrawal rate is 5% below the college. |
|In Spring 2007 we only had an 11% withdrawal compared to the college’s 20% rate. |
II. Course Sequence (2 years)
Note: Answer this question if you have been provided data about course sequences in your discipline.
• Is success in the first course a good indicator of success in the second course? Run with the curricular, pedagogical, and/or methodological implications of what you see.
• Do your successful students in the first course enroll at a high rate in the second course within two years? Run with the implications of what you see.
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|The success rate in a first course is a good indicator of success in the second course. We believe this is due to the outstanding job |
|of the aligning the curriculum between the first and second courses. The instructors also dialog with each other, which assists in |
|knowing what is needed in subsequent courses. |
III. Course Review (5 years)
• Ed. Code requires that all courses are updated every five years. Are all of your courses updated? If not, do you want to maintain or continue these courses? Please indicate your plans in terms of curriculum. (Note: if you are planning a major or fundamental change in your curriculum which will become part of your program review project, your rock, you should indicate this and discuss with the committee.)
• Have all of your courses been offered recently? If not, why? Are students counting on courses to complete a program or major when these courses are not being offered?
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|All MCOM course outlines of record were reviewed and revised in collaboration with all faculty and staff in the broadcasting department |
|in Fall 2008. |
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|All of our courses have been offered recently with the exception of two new courses. |
|We have insufficient FTEF to offer the courses and need an increase in FTEF in order to put them in the class schedule. |
|These two courses are not needed to receive an AA in the MCOM major. |
IV. Budget Summary (3 years)
• What budget trends do you see in your discipline? What are the implications of these trends?
• Where is your budget adequate or lacking? What are the consequences on your program, your students, and/or your instruction?
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|The MCOM broadcasting program has been actively fundraising for years and is still under funded. We are an equipment intensive program.|
|There are ongoing costs associated with maintaining, repairing, calibrating and replacing equipment. In order to continue to offer a |
|safe and relevant program, our funding needs to be adjusted. |
|Both the radio and televisions stations have been generating revenue to assist in offsetting operating costs. These sources of revenue |
|have declined as the economy has taken a downturn. |
|Our KCRH 89.9-FM radio station has raised funds by selling underwriting announcements generated via an offsite agency. This company has|
|closed its San Francisco offices, which has caused this source of income to dry up. We are investigating alternative means of selling |
|underwriting. |
|KCRH signed an agreement with a car donation organization at the end of November 2007. This has generated about $250 thus far. |
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|KCRH has formed an Associated Students of Chabot College (ASCC) club. The ASCC matches our fundraising up to $500 dollars a year. We |
|do carwashes, sell KCRH tee-shirts, and snacks at Chabot sports events to raise at least $500 a year. We also do grunt work for the |
|Chabot Foundation to earn operating money. |
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|Our television station has also done some underwriting. This is difficult to do without outside help or someone in house who is able to|
|do the selling. We are creating our own television programs locally, which could generate more income through underwriting. We are now|
|able to broadcast our shows on the 3C Solutions Satellite Network, which gives us a state-wide audience via all the Community Colleges. |
|This is a fantastic selling point for potential underwriters. |
|If we had at least one full-time staff member, one of their duties would be to solicit business for the TV studio. |
|Without a full-time Classified TV employee it will be virtually impossible to realize this lucrative opportunity. |
|The programming we run on our Comcast cable channel 27 must be scheduled and placed on the video server. Without a paid employee to do |
|this, there is not much point in selling underwriting if we have no one to play the programs on the air. Channel 27 puts Chabot out in |
|the community and in people’s homes. This is a valuable outreach mechanism that should not go dormant. |
|We are now renting the TV facilities, which has generated $4,800.00 in revenue from 10 rentals last semester. This was accomplished |
|without any advertising, brochures, Webpages or any kind of outside marketing. |
|We are currently working on a rental brochure and a new Webpage. |
|Some TV Rental clients rejected us because of our outdated equipment. These were high end clients who are willing to spend a |
|significant amount of money for their productions. We want to attract these clients. If our Measure B equipment request is approved, |
|we can book these clients, and more, for an estimated $100,000 per year. This figure was calculated from the fees clients typically |
|paid us for work done for them at the TV studio. |
|It is also more cost effective to pay an employee to maintain, repair and align equipment than paying the standard $125.00 an hour plus |
|travel. |
|With a full-time TV employee, we would be able to offer more hours to our rental customers since we would have a staff member there |
|after the MCOM classes. This TV position would more than pay for itself with increased studio rentals. |
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|An ABC Channel 7 show called “Tech Closeup” has begun renting our TV studio. |
|Our students also gain experience with these well-known clients. Our student can add this “real world” experience to their resumes, |
|while also being paid for being a TV crew member. |
|We have worked with rental clients like SanDisk and Intel, who have agreed to use our facilities more, once we get the needed equipment.|
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|Once we’re able to purchase an HD camera called the RED Camera, we have been informed that companies like Dolby systems will pay us to |
|shoot their video stock footage on a regular basis. |
|The radio and TV stations are also working with the Chabot Foundation to begin a membership campaign, similar to what KCSM and PBS |
|affiliate, KQED do. |
|There was a budget for the TV station operation before Fall 2006 when the station moved from Media Services to the Arts and Humanities |
|division. There were two full-time Instructional Television Technicians whose positions were eliminated in Spring 2006 to save an |
|estimated $143,820. |
|Since there hasn’t been any TV staff budgeted since 2006, we have temporarily had to turn to other sources for funding to staff the |
|station. |
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|There are items that are not in MCOM Broadcasting’s regular budget. We have been using unreliable sources of revenue brought in by |
|station fundraising to cover annual costs. $2,500 needs to be added to our budget to cover recurring costs. |
V. Enrollment Data (2 years)
• Please provide a brief description of: overall enrollment trends; enrollment trends by course; and enrollment trends by time of day and Saturday.
• Describe what your discipline has done in terms of curriculum or scheduling in the last two years that has effected enrollments.
• Describe plans or strategies that you have for the near future in terms of curriculum or scheduling that could impact your enrollments.
• Lastly, look closely at whether the schedule you currently offer provides access to the broader community that your discipline serves at Chabot College—day time, night time, Saturday, distance education, special or targeted communities that would or do enroll your courses.
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|Mass Communications (MCOM) sections offered between 2005 and 2008 ranged from 15 to 29 sections annually with an average of 23. |
|The fill rate for this same time period ranged from 76 – 92% annually with an average of 82%, which is below the college average of 91%.|
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|MCOM’s average productivity over the last three years is 423.32 WSCH/FTEF. Because of limited studio and lab space there is a maximum |
|of 25 students in many MCOM sections, therefore, program productivity cannot reach the college’s 493.07 WSCH/FTE average. |
|According to the October 17, 2007 District Allocation Sheet, a vocational program such as MCOM has a targeted WSCH/FTES of 380 in the |
|“Bin” instead of 500. This puts our productivity number of 423.32 solidly above the vocational target. |
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|Our productivity could increase if the following changes take place. |
|Increase lab hours without increasing units. |
|Implement SARS tracking in the radio and TV labs. |
|MCOM offers more sections each Spring than in the Fall. This seems counter intuitive since there wasn’t a college-wide pattern of |
|larger enrolments in Spring over the last three years. |
|We plan on shifting MCOM 8 from the Spring to the Fall semester to better even out the number of sections per semester. |
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|The MCOM fill rate for this same time period, excluding summer, ranged from 66 – 96% with an average of 82%, which is below the college |
|average of 91%. |
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|We have reduced our MCOM course offerings to stay within our reduced FTEF allocations. Five courses that were offered every semester |
|are now only offered once a year. When MCOM 33A, 33B or 39 are offered in the same semester, they are cross listed so the instructor is|
|only paid for one course. In addition, there are two TV classes that have four hour labs each and the instructor is only paid for 3 |
|hours each. |
|We were over our Fall 2008 FTEF allocation of 2.35 by .18. We offer 20 sections; this includes labs counted as separate sections. In |
|order not to further go over our Fall allotted FTEF, two courses are cross listed and the TV Sports instructor is only paid for three of|
|the four hours of lab. |
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|We are also over our Spring 2009 FTEF allocation of 2.37 by .07. We offer 21 sections; this includes labs counted as separate sections.|
|Two courses are cross listed and the Cable TV Station Operation instructor is only paid for three of the four hours of lab. In order |
|not to go even further over our Spring FTEF allocation, we have not scheduled the 4 unit MCOM 8 and 3 unit MCOM 35 courses. |
|We plan on shifting MCOM 8 from the Spring to the Fall semester to better balance our FTEF needs. In order to offer the classes our |
|students need to obtain their AA degree in Radio and Television Broadcasting, we are requesting a .45 FTEF increase for the Fall |
|semester for a total of 2.8 FTEF. This is .27 for MCOM 8 and .18 for the current FTEF deficit. |
|Spring 2005 was the highest MCOM enrolled semester with 216 students. The college enrollment dropped during that same semester. The |
|college only offered 957 sections, which is fewer than usual. This could have pushed more students into MCOM courses increasing our |
|enrollment even though college enrollment declined. |
|Spring 2006 was the lowest enrolled MCOM semester with 156 students, which mirrored the college’s lowered enrollment. |
VI. SLOs and Assessment
• Review the SLO Summary Spreadsheet with the courses with written SLOs and the number of SLOs per courses and which SLOs have been assessed.
• For the courses that don’t yet have SLOs please enter an estimated date for when those will be written.
• For the SLOs which have not yet been assessed, please provide an estimated date for when that will be done. (The assessment process can be integrated into your program review rock project.)
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|All MCOM Broadcasting courses have SLOs and rubrics and have gone through two assessment cycles. |
|Changes have been made to the SLOs and courses based on the results of the assessments. |
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VII. Basic Discipline Data Summary
• From the six categories above, what does the information tell you about your program? Please cite relevant data in your discussion.
• Are there any immediate issues that require immediate attention (e.g., outdated course outlines)?
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|The analysis of the information above has taken place in each of the sections and would be redundant again in this section. |
VIII. Analysis and Planning
• What do you see as potential issues that will need to be addressed?
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|The analysis of the information above has taken place in each of the sections and would be redundant again in this section |
Section B – “Rock” Inquiry Project Proposal
Each rock should meet the following criteria:
• It should be related to or involve in some way a student pathway that crosses disciplines or areas of the college, and it should involve collaboration with other faculty (including some outside the discipline), staff, and/or administrators. Some of these participants should be outside the discipline and should include rock group members as well as consultants.
• It should involve the direct study of and engagement with Chabot students and/or their work.
• It should have direct bearing on student learning.
• It should involve the collection of evidence - data, student input (surveys, focus groups, interviews, ...), student work (portfolios, exam answers, projects, computer programs, essays, ...), research, assignments, and/or classroom practices.
• It should analyze the evidence. In other words, it should involve assessment of the work involved in the project. Assessment strategies and instruments need to be articulated in the initial design.
I. Briefly describe the rock
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|The Mass Communications department feels that there are two projects that need to be undertaken. |
|Rewrite course outlines for all Mass Communications broadcasting courses, and |
|Increase awareness and enrollment in Mass Communications broadcasting courses. |
|Although on the face of it these two projects may seem unrelated, they are not. Our curriculum is in need of updating. If we revise |
|our curriculum in a way that is appealing and relevant, it will allow our recruitment efforts to have longer term success. If we get |
|more students taking our classes but the curriculum is stale, our retention rate may not be very good, which somewhat negates the |
|outreach efforts. |
II. Briefly describe the impetus for wanting to spend time studying the rock.
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|All course outlines were in need of revision and updating. |
|Our program is competitive with other broadcasting programs. We offer our students excellent training, leading to entry level job |
|opportunities and transfer to four year programs. We would like to see more students benefiting from our program. |
|The best way to ensure program viability is to have healthy enrollments. Radio and television courses are equipment intensive, thus |
|creating an expensive broadcasting program. We do not want to be a financial burden to the college. |
|Therefore, we are making updating curriculum and increasing visibility and enrollments our program review project. |
III. Briefly describe the way the rock -the question, the project - is discussed in the hallways, or how it is referred to in meetings, in documents, in student feedback, in colleague feedback or by other disciplines.
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|In our department meeting discussions of Student Learning Outcomes and Assessment Cycles (SLOACs) we found ourselves talking about |
|recruitment and increasing enrollments. There are new courses we’d like to offer but feel it would be difficult to justify requesting |
|them if our existing courses did not have high enrollments. |
|This same topic of raising program visibility and enrollments surfaced as we discussed program review as well. |
IV. Briefly describe what is difficult or murky, thorny or seemingly intractable about the rock -the question, the project.
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|As seems to always be the case, one of the biggest challenges to accomplishing our project goals is funding. |
|It takes time to update curriculum and money to create outreach materials and participate in recruitment activities. |
V. Briefly describe, as best you can at this juncture, what you need to learn.
|I need to learn what it is that I need to learn at this juncture. ;-) |
VI. Describe in some detail your project and the activities you will conduct. Be sure to refer to the following: taskforce participants, related boulders, potential consultants, tools/instruments to be used and/or created, timeline, evidence and/or data that will be accumulated, assessment strategies to be used for verification and drawing credible conclusions, resources/support needed to perform inquiry.
|Project Outcomes |
|Students will have the necessary skills that broadcast employers are looking for. |
|Improved preparedness in major at transfer institutions. |
|Increased MCOM courses articulated to transfer institutions. |
|Updated and relevant course outlines. |
|Understand what attracts students to broadcasting courses and programs. |
|More effective and efficient outreach/recruiting approaches. |
|Increase MCOM enrollment. |
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|Project Design Description |
|All of the MCOM Broadcast faculty and staff will be participants in this project. The project description numbers below correspond to |
|the outcomes numbers above. Chad Mark Glen will work with the participants to coordinate these activities and meet the dates on the |
|timeline. |
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|Discover what broadcast employers are looking for in their employees |
|Create employer survey on skills needed to gain employment |
|Work with Office of Intuitional Research Fall 2008 |
|Print survey Fall 2009 |
|Compile distribution list |
|Fall 2009 |
|(List companies here) |
|List job titles of people receiving surveys |
|Disseminate survey |
|Fall 2009 |
|Use so the survey can be taken online |
|Distribute sample survey to KTVU-Fox and a Clear Channel radio station |
|Make adjustments to the survey based upon feedback |
|Widely distribute survey |
|Collect surveys and follow up with non-respondent employers |
|i. Spring 2010 |
|Follow up via e-mail to those who do not fill out the survey and offer alternate methods for them to take the survey |
|E-mail survey as an attachment |
|Send it via snail mail |
|Fax it |
|Administer survey via Phone |
|Give survey in person |
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|Compile and analyze survey results |
|i. Spring 2010 |
|Create follow up questions for clarification, if needed |
|i. Spring 2010 |
|Adjust curriculum as appropriate based on survey results |
|Fall 2010 |
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|Ascertain what transfer intuitions expect from our students |
|Contact transfer institutions to discuss their expectations for our students |
|i. Fall 2010 |
|Adjust curriculum to meet expectations where appropriate |
|i. Fall 2010 |
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|Get more MCOM courses articulated at transfer Institutions |
|a. Work with our Articulation Officer to learn the most successful approaches we can take when contacting transfer institutions |
|i. Fall 2009 |
|b. Contact transfer institutions to discuss articulating specific courses |
|i. Fall 2009 |
|c. Adjust curriculum to meet articulation agreements where appropriate |
|i. Fall 2009 |
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|Update course outlines mindful of outcomes above |
|a. Revise curriculum |
|i. Fall 2008 |
|To Curriculum Committee |
|i. Fall 2008 |
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|Learn what attracts students to broadcasting courses and programs |
|a. Develop student survey about what would attract them to MCOM program |
|i. Work with Office of Intuitional Research Fall 2009 |
|ii. Print survey Fall 2000 |
|Administer survey on campus |
|i. Spring 2010 |
|c. Administer survey at feeder high schools |
|i. Spring 2010 |
|d. Compile and analyze results |
|i. Spring 2010 |
|Create outreach campaign based on results |
|i. Fall 2010 |
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|Investigate most effective approach to outreach/recruitment |
|Talk to marketing and outreach professionals to determine which recruitment methods are most effective, efficient and cost effective |
|i. Fall 2009 |
|Implement marketing campaign based on information |
|i. Spring 2010 |
We strongly recommend that you design a significant learning experience that you can then share with the rest of the college. The role of the community is to support you so that you can do your work.
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